DEVELOPING SITUATIONAL ADAPTATION SKILLS IN YOUNG STUDENTS THROUGH MULTIMEDIA LEARNING STRATEGIES

<doi>10.24250/jpe/si/2025/AME/</doi>

Abstract

In an increasingly dynamic and unpredictable world, the
ability of young students to adapt to situational changes is
a vital skill. This study explores the effectiveness of
multimedia learning strategies in fostering situational
adaptation skills among primary school students.
Grounded in cognitive load theory and the multimedia
learning principles of Mayer, the research utilizes a quasiexperimental
design involving two groups of students aged
8–10. The experimental group engaged in interactive
multimedia modules integrating video, animation, and
adaptive tasks, while the control group followed a
traditional textbook-based curriculum. Pre- and postassessment
tools measured changes in adaptability,
decision-making, and transferability of learning across
contexts. Results indicated a statistically significant
improvement in the experimental group’s situational
adaptation performance, suggesting that multimedia
strategies can enhance cognitive flexibility and situational
awareness. These findings offer practical implications for
curriculum designers and educators seeking to embed 21stcentury
skills into early education frameworks.